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CHAPTER 1: INTRODUCTION

1.1 INTRODUCTION

Stress is a feeling in which a person faces high level of depression due to the
requirements he /she need to perform in any task that they undergo. Stress is a normal
physical response to events that make you feel threatened or upset your balance in
some way. As for this study, the stress level is mainly tested the first semester students
in Northern University of Malaysia.

According to our research on previous studies, there are many factors that can
contribute to the stress among the first semester student. The investigated variable that
we analysis in this study are academic and social factor. On the other hand our
dependent variables (DV) are physical factor and office relationship (stress). In this
study, we will also investigate the correlation on the students relationship with their
course mate, roommate, their family background, financial support and etc.

1.1.1CURRENT ISSUE ON STRESS

According to an article published in Berita Online, on Thursday, October 6
th
,
2011, revealed that the stress level among students is very high. The issue is also being
experienced by others locally and globally. This is because students are everywhere in
the world wide and as their education level is getting higher, they need to accomplish
many tasks and face new environment which can be slightly or totally different from
their primary and secondary school life. They have to go through all this stages in their
life to prepare them to working environment. Unfortunately, their colleges or
universities life cause them a lot of pressure due to the lack of skills or certain
knowledge to accomplish those tasks. Besides that, some of them who facing with
personal or family problem could make their stress level to increase causing them to
be in trauma. Therefore, everyone who involve in developing students should be more
concern on this issue and find solution to overcome this problem.


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1.2 PROBLEM STATEMENT

From the observation through our research, we identified what are the several
factors that contribute stress among the first semester of Northern University students?
The factors that lead to stress among students in UUM are academic factors, and social
factors. The major factor that affects the students in UUM is academic. Stress happens
when there are examination, monthly assignment and coursework task around the
corner where the entire dateline are near. Competition among students also leads to
stress. Social factors also lead to stress that also exclude students relationship with
their course mate, roommate, their family background, and financial support.

1.2.1 PROBLEM STATEMENT ON CURRENT ISSUE

Current issue also informs that stress among students nationwide is also wide
.The problem statement for the current issue also to know the factors that leads to
stress. According to the newspaper above, the research tells that examinations,
problems at home and pressure from schools are mainly factors that contribute stress
to students. Students have to gone through a lot of obstacles when facing the higher
education as they are slightly different or even higher which can cause mental strain.
Apart from that , especially new joined students have hard time to differentiate
problem that are facing .They will mingle up all the problem that they faced at home
and universities together which can leads them depression. Besides that, pressure from
school also lead to stress as the students former school they have their own targets and
achievement of each and every students that the students should to fulfill.






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1.3 RESEARCH OBJECTIVE
The objective of our research can be divided into two parts, the general objectives
and specific objectives. The general objective is our research is looking at the
existence of relationship between the stress experience by first semester students and
the factors that contribute to stress in Northern University. The specific objective of
this research is:-
1) To examine the relationship between academic and stress
2) To examine the relationship between the social factors and stress
3) To investigate the difference of stress level between gender
4) To investigate the difference of stress among family background

1.4 SCOPE OF THE STUDY
This basic study is carried out mainly to investigate the factors that influence
stress among students. The study is made mainly by considering two aspects which is
academic and social factors. The study is constructed especially for the first semester
students of Northern University. As the study is made by having the first semester
students in mind, the findings obtained from this study will be mainly generalized
among them only.
The number of students taken in this research is about 100 students. In
academic, we study on the academic achievements, examinations and course material
where can be collected through their current exam result and study on their weekly or
monthly assignments or coursework task. Besides that, competition among students
also is studied in this category. Another factor that contribute stress is social factors
which included social aspects in college, relationships in classroom, parental
influences and socioeconomic supports.


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1.5 RELEVANCE OF THE STUDY
This study has been done mainly for the benefit of the first semester students as
it could be made as guideline by them to handle their stress better. From this study,
both the first semester students and the Northern University management team could
consider the adjustment that should be made in order to reduce or eliminate the stress
level to enhance the education process.















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CHAPTER 2: LITERATURE REVIEW

2.1 INVESTIGATED VARIABLE
The investigated variables that are used in this study are academic, physical
factors, office relationship and social factor. In this study, the investigated variables
consist of both independent variable and dependent variable. Academic means studies
that is liberal or classical rather than technical or vocational (The American Heritage,
2009). Next is social factor, which means interaction of organisms with other
organisms and to their collective co-existence (Dolwick, JS, 2009). Other than that,
physical factors mean Non-living factors that affect organisms and their survival (Wiki
Answers.Com). Next is the office relationship, this term means the degree of success
obtained in achieving a favorable relationship with the public (Public Relations
Research, 1989). In addition,stress means body's reaction to a change that requires a
physical, mental or emotional adjustment or response (Lazarus,R.S &

Folkman,S,
1984).

2.2 THEORETICAL BACKGROUND
The hypothesis is constructed in a non directional hypothesis method. A non
directional hypothesis is those that do postulate a relationship difference, but offer no
indication of the direction of these relationship or differences. Usually this theory is
used when the result is uncertain. In other word, the result might be either positive or
negative. As for this study, the relation of the IVs (academic and social) with the DV
(physical factors and office relationship) is uncertain. Therefore the non directional
hypothesis method is used.




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2.3 THEORETICAL FRAMEWORK

Table 2.1: Theoretical framework

2.4. RESEARCH HYPOTHESIS

H
1:
There is a significant relationship between the academic factors and stress in
university
H
2:
There is a significant relationship between the social factors and stress in
university.
H
3:
There is a significant relationship between social factors and physical factor
H
4
: There is significant relationship between social factors and office relationship
H
5:
There is significant relationship between academic and physical factor
H
6:
There is a significant relationship between academic and office relationship
H
7
: There is significant differences of stress level in university between gender
H
8
: There is significant differences of stress level in university between hometown
H
9
: There is a significant differences of stress level in university among family
background
H
10
: There is a significant differences of stress level in university among academic
background







Stress factors
Academic
Social
Stress in university
Physical stress
Office relationship stress

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2.5 OPERATIONALIZATION OF VARIABLES

2.5.1 STRESS FACTORS

The operational definition of factor leads to stress in this study is a
multidimensional construct capturing the academic and social factor. The items for
each dimension adapted from (Shah, Trivedi, Diwan, Dixit, & Anand, 2009) in the
Table 2.2. With the use of 5-point likert scale, they will be asked to specify from (1)
No stress (5) Extreme Stress on each items.

Variable
Type of scale and its
construction
Items used Adapted from
Academic
5-items, 5-point
Likert scale anchored by:
(1) Strongly disagree
to (5) Strongly agree



Time table ,
Duration ,
APA system,
English ,
Course , Time
,Result, Smart
ways, Recent
course
,Pressure

Shah.C,Trivedi.R.S.,
Diwan.J, Dixit.R, &
Anand.A.K. (2009
Social factor
5-items, 5-point
Likert scale anchored by:
(1) Never
to (5) Always

Ragging,
Social Status,
Assignment,
Parents,
Financial ,
Personal,
University
Lifestyle
Shah.C,Trivedi.R.S.,
Diwan.J, Dixit.R, &
Anand.A.K. (2009)

Table 2.2: Measurement and scaling of stress factor among students


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2.5.2 STRESS IN UNIVERSITY

The operational definition of stress among first semester students in this study
is a multidimensional construct capturing the physical factor and office relationship.


Variable Type of scale/question
and its construction
Items used Adapted from

Physical
factor
5-items, 5-point
Likert scale anchored
by:
(1) No stress
to (5) Extreme Stress


Knowledge,
Facilities , New
Environment,
Transportation ,
Classes
Shah.C,Trivedi.R.S.,
Diwan.J, Dixit.R, &
Anand.A.K. (2009)
Office
relationship
5-items, 5-point
Likert scale anchored
by:
(1) No Stress
to (5) Extreme Stress


JPA scholarship,
Procedure ,
Requirement ,
Service
Shah.C,Trivedi.R.S.,
Diwan.J, Dixit.R, &
Anand.A.K. (2009)

TABLE 2.3: MEASUREMENT AND SCALI NG OF STRESS AMONG
STUDENTS








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CHAPTER 3 : METHOLODOGY

3.1 RESEARCH DESIGN
Both hypothesis testing and correlation study were used to suits the study nature
and its specific objectives. The hypothesis testing design permits us to test the
relationship between the stress experience by first semester students and the factors
that contribute to stress in Northern University. The factors that contribute to stress of
our research are academic and social factors. Therefore, these two dimensions are used
as the independent variables in the hypothesis testing. Meanwhile, correlation testing
was used to identify the relationship among the investigated variables on each aspect
on factors that contribute to stress which enable us to describe the relationship level.

3.2 POPULATION, SAMPLE AND UNIT OF ANALYSIS
The population for our research consist of semester one of UUM students who
have been facing with stress. We have collected responds from 100 semester one
students as the sample of the whole population and based on Shah.C, Trivedi.R.S.,
Diwan.J, Dixit.R, & Anand.A.K. (2009) in the journal of Common Stressors and
Coping of Stress by Medical Students. Individual student is the unit of analysis of the
study.

3.3 SAMPLING DESIGN
As the study is interested to generalize the findings to the whole population, the
probability sampling is the most suitable design for our research. Hence, all the
elements in the population have chance of being selected as sample subjects. To
collect the survey data, the simple random sampling.

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3.4 DATA SOURCES
The study involves the use of both secondary and primary data. The secondary
data is taken from online journals and the Internet meanwhile the primary data
includes the questionnaires that have been administered to students.

3.5 DATA COLLECTION METHODS
The primary data will be collected through questionnaire that will be issue to
any 100 randomly selected students according to the simple random sampling.

3.6 DATA ANALYSIS
The quantitative statistical software programs will be used to address the
research objectives which include the following analysis:
Reliability Analysis which is to provide a unique estimate of the internal
consistency and reliability.
Correlation Analysis is to describe whether relationship exists between two
continuous variables.
ANOVA test which is use to compare the means of the samples.






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CHAPTER 4 : DATA ANALYSIS AND FINDINGS

4.1 DEMOGRAPHIC BACKGROUND

Gender


Frequenc
y Percent
Valid
Percent
Cumulative
Percent
Valid Male 26 26.0 26.0 26.0
Female 74 74.0 74.0 100.0
Total 100 100.0 100.0

Table 4.1: Frequency table on gender

The table above showed the frequency on gender. We take a sample population of 100
students for our research which consist of 24 male and 74 female. Therefore, the percentage
of male students is only about 24% meanwhile the female students consist of 74%.















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Course


Frequenc
y Percent
Valid
Percent
Cumulative
Percent
Valid acct 4 4.0 4.0 4.0
agribis 1 1.0 1.0 5.0
banking 1 1.0 1.0 6.0
bba 17 17.0 17.0 23.0
bcomm 1 1.0 1.0 24.0
bdm 2 2.0 2.0 26.0
bibm 4 4.0 4.0 30.0
bma 2 2.0 2.0 32.0
d.sci 6 6.0 6.0 38.0
econom
y
18 18.0 18.0 56.0
edu bba 3 3.0 3.0 59.0
edu it 1 1.0 1.0 60.0
entre 1 1.0 1.0 61.0
finance 1 1.0 1.0 62.0
hrm 1 1.0 1.0 63.0
intaf 7 7.0 7.0 70.0
is.bank 1 1.0 1.0 71.0
it 1 1.0 1.0 72.0
law 2 2.0 2.0 74.0
logistic 5 5.0 5.0 79.0
m.tech 1 1.0 1.0 80.0
mot 11 11.0 11.0 91.0
mrkg 6 6.0 6.0 97.0
pom 3 3.0 3.0 100.0
Total 100 100.0 100.0

Table 4.2: Frequency table on course
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Above table showed the respondents courses. From our research, most of the respondents are
from the course of Economy (18 %), BBA (17%), and MOT (11%).


Qualification


Frequenc
y Percent
Valid
Percent
Cumulative
Percent
Valid STPM 83 83.0 83.0 83.0
MATRICULA
TION
7 7.0 7.0 90.0
DIPLOMA 10 10.0 10.0 100.0
Total 100 100.0 100.0

Table 4.3: Frequency on students qualifications

The table above showed the frequency on students qualifications. From the 100 respondents,
83% is from STPM qualification. The remaining 10% is from Diploma background while
another 7% from Matriculation.



Hometown


Frequenc
y Percent
Valid
Percent
Cumulative
Percent
Valid Rural 51 51.0 51.0 51.0
Urba
n
48 48.0 48.0 99.0
4 1 1.0 1.0 100.0
Total 100 100.0 100.0

Table 4.4 : Frequency on hometown
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There are two category for respondents hometown which consist of either rural or urban area.
Fom our research, most of the students are from rural area which consists of 51% from the
total sample. The remaining 48% are from urban background.


Monthly family income


Frequenc
y Percent
Valid
Percent
Cumulative
Percent
Valid < RM1000 32 32.0 32.0 32.0
RM1000-
RM2000
41 41.0 41.0 73.0
RM2000-
RM3000
18 18.0 18.0 91.0
> RM3000 9 9.0 9.0 100.0
Total 100 100.0 100.0

Table 4.5: Frequency on monthly family income

From the table above, we can describe that most our respondents are from middle class family
with monthly family income of RM 1000-RM2000 (41%). Next followed by family income
of less than RM 1000 (32%), monthly income of RM2000-RM3000 (18%), and 9% of more
than RM3000.










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4.2 INTERPRETATION OF RESULTS FROM DATA ANALYSIS


Variable Cronbachs Alpha Item Deleted Item Used

Academic

0.621 1 item is deleted:

A2:What did you felt
for your current mid-
semester examination
results?


11
Physical Factor

0.738 - 5
Office Relationship

0.738 - 4
Social Factors 0.529 4 items are deleted:

D3:I prefer doing
assignment with my
friends rather than new
people

D4: My parents often
control me in all aspect

D5: I do have financial
problem

D6: I can adopt with
the new university
lifestyle
3


Table 4.6: Reliability Analysis

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The table above showed the reliability analysis research variable (Academic, Physical Factor,
Office Relationship and Social Factors). For Academic variable, the Cronbachs Alpha is
0.621 which shows that is variable is reliable and can be accepted. One item has been deleted
for Academic variable; A2: What did you felt for your current mid-semester examination
results?. Physical Factor and Office Relationship with Cronbachs Alpha of 0.738 show that
both of these variables are reliable enough for this research. Finally, the Social Factors
variable is not reliable enough as its Cronbachs Alpha is only 0.529 which is less than 0.6
and 4 items have been deleted for this variable which are:
D3: I prefer doing assignment with my friends rather than new people
D4: My parents often control me in all aspects
D5: I do have financial problem
D6: I can adopt with the new university lifestyle

Correlation Analysis
4.2.1 H
1:
There is a significant relationship between the academic factors and stress in
University

Correlations


academi
c
stress in
universit
y
academic Pearson
Correlation
1 -.161
Sig. (2-tailed) .110
N 100 100
stress in
university
Pearson
Correlation
-.161 1
Sig. (2-tailed) .110
N 100 100
Table 4.7: Correlation between academic and stress in university

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Table above show the correlation between Academic and Stress in university (Office
Relationship and Physical Factor). The Pearson Correlation of -0.161 shows that there is little
correlation between Academic and Stress in university and the relation between both variables
are in negative direction. Therefore, it can be conclude here that there is no significant
relationship between the academic factors and stress in university.

4.2.2 H
2:
There is a significant relationship between the social factors and stress in
University

Correlations


stress in
universit
y
mean social
factors
stress in
university
Pearson
Correlation
1 -.139
Sig. (2-tailed) .168
N 100 100
mean social
factors
Pearson
Correlation
-.139 1
Sig. (2-tailed) .168
N 100 100
Table 4.7 : Correlation between stress in university and social factors

Table shows the correlation between stress in university and social factors. Since r = -0.139,
there is negative negligible relation between the two variables. It also can be see here that p =
0.168 is more than 0.05 which means that the relationship between stress in university and
social factors is not significant.





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4.2.3 H
3:
There is a significant relationship between social factors and physical factor

Correlations


mean social
factors
mean
physical
factor
mean social
factors
Pearson
Correlation
1 -.081
Sig. (2-tailed) .423
N 100 100
mean physical
factor
Pearson
Correlation
-.081 1
Sig. (2-tailed) .423
N 100 100
Table 4.8 : Correlation between social factors and physical factor

The table above shows the correlation between social factors and physical factor. Pearson
Correlation, r = -0.081 showed that there is little negative relation between social factors and
physical factor. There is no significant relationship between social factors and physical factor
since p = 0.423 which is more than 0.05.












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4.2.4 H
4
: There is significant relationship between social factors and office relationship

Correlations


mean social
factors
mean office
relationship
mean social factors Pearson
Correlation
1 -.138
Sig. (2-tailed) .170
N 100 100
mean office
relationship
Pearson
Correlation
-.138 1
Sig. (2-tailed) .170
N 100 100
Table 4.9 : Correlation between social factors and office relationship

The table above shows the relationship between social factors and office relationship. Pearson
Correlation, r = -0.138 showed that there is little negative relation between social factors and
office relationship. The value of p = 0.170 which is more than 0.05 describe that there is no
significant relationship between social factors and office relationship.













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4.2.5 H
5:
There is significant relationship between academic and physical factor

Correlations


academi
c
mean
physical
factor
academic Pearson
Correlation
1 -.069
Sig. (2-tailed) .498
N 100 100
mean physical
factor
Pearson
Correlation
-.069 1
Sig. (2-tailed) .498
N 100 100
Table 4.10 : Correlation between academic and physical factor

Table above shows the correlation between academic and physical factor. From the result
obtained, r = -0.069 showed that there is negative negligible relation between academic and
physical factor. The value p = 0.498 is more than 0.05 describe that there is no significant
relationship between academic and physical factor.












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4.2.6 H
6:
There is a significant relationship between academic and office relationship

Correlations


academi
c
mean office
relationship
Academic Pearson
Correlation
1 -.182
Sig. (2-tailed) .070
N 100 100
mean office
relationship
Pearson
Correlation
-.182 1
Sig. (2-tailed) .070
N 100 100
Table 4.11 : Correlation between academic and office relationship

The table above shows the correlation between academic and office relationship. The value r
= -0.182 showed little negative correlation between the two variables. In addition, p = 0.07
0.05 clearly stated that there is no significant relationship between academic and office
relationship.













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T-Test Analysis
4.2.7 H
7
: There is significant differences of stress level in university between
gender

Group Statistics

Gender N Mean
Std.
Deviation
Std.
Error
Mean
stress in
university
Male 26 2.8413 .47963 .09406
Female 74 3.0466 .56927 .06618

Independent Samples Test


Levene's Test
for Equality
of Variances t-test for Equality of Means
F Sig. T df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95%
Confidence
Interval of the
Difference
Lower Upper
stress in
university
Equal
variances
assumed
.544 .463
-
1.644
98 .103 -.20528 .12489
-
.45311
.04256
Equal
variances
not
assumed

-
1.785
51.547 .080 -.20528 .11501
-
.43611
.02556
Table 4.12: T-test analysis among stress level in university between gender

From the table above, equal variances are assumed since F = 0.544 0.05. The significant
value of 0.103 which is more than 0.05 showed that there is no significant differences of
stress level in university between gender.

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4.2.8 H
8
: There is significant differences of stress level in university between hometown

Group Statistics


Hometow
n N Mean
Std.
Deviation
Std.
Error
Mean
stress in
university
Rural 51 3.0328 .39995 .05600
Urban 48 2.9432 .68222 .09847


Independent Samples Test


Levene's Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
stress in
university
Equal
variances
assumed
14.279 .000 .803 97 .424 .08961 .11160 -.13188 .31111
Equal
variances
not
assumed
.791 74.953 .431 .08961 .11328 -.13606 .31528
Table 4.13: T-test between stress in university and students hometown

Table above shows the Independent Sample Test between stress in university and students
hometown. We can see here that equal variances are assumed as F = 14.279 0.05.
Therefore, the significant value for this independent samples test is 0.424 which is larger than
0.05. As a conclusion, there is no significant differences of stress level in university between
students hometown.

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Analysis on One-Way ANOVA
4.2.9 H
9
: There is a significant differences of stress level in university among family
background

Descriptives

stress in university
N Mean
Std.
Deviation
Std.
Error
95% Confidence
Interval for Mean
Minimum Maximum
Between-
Component
Variance
Lower
Bound
Upper
Bound
< RM1000 32 3.0992 .45982 .08128 2.9334 3.2650 1.58 4.03
RM1000-RM2000 41 2.9024 .49996 .07808 2.7446 3.0602 1.70 4.08
RM2000-RM3000 18 3.0569 .73333 .17285 2.6923 3.4216 1.20 4.05
> RM3000 9 2.9028 .67817 .22606 2.3815 3.4241 1.78 3.60
Total 100 2.9933 .55248 .05525 2.8836 3.1029 1.20 4.08
Model Fixed
Effects
.55316 .05532 2.8834 3.1031
Random
Effects
.05532(a) 2.8172(a) 3.1693(a) -.00107
a Warning: Between-component variance is negative. It was replaced by 0.0 in computing
this random effects measure.

ANOVA
stress in university

Sum of
Squares df
Mean
Square F Sig.
Between
Groups
.844 3 .281 .920 .434
Within Groups 29.374 96 .306
Total 30.219 99
Table 4.14: One-way anova between stress level in university and family background.

From the table above, low F value (F= 0.92) indicate high in p value. Therefore, p = 0.434
= 0.05 showed that there is no significant differences of stress level in university among
family background.
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4.2.10 H
10
: There is a significant differences of stress level in university among
academic background

Descriptive

stress in university
N Mean
Std.
Deviation
Std.
Error
95% Confidence
Interval for
Mean
Minimum Maximum
Between-
Component
Variance
Lower
Bound
Upper
Bound
STPM 83 3.0340 .54081 .05936 2.9159 3.1521 1.20 4.08
MATRICULATION 7 2.8786 .74224 .28054 2.1921 3.5650 1.78 3.68
DIPLOMA 10 2.7350 .47525 .15029 2.3950 3.0750 2.13 3.65
Total 100 2.9933 .55248 .05525 2.8836 3.1029 1.20 4.08
Model Fixed
Effects
.54980 .05498 2.8841 3.1024
Random
Effects
.09986 2.5636 3.4229 .00987

ANOVA
stress in university

Sum of
Squares df
Mean
Square F Sig.
Between
Groups
.897 2 .449 1.484 .232
Within Groups 29.322 97 .302
Total 30.219 99
Table 4.14: One-way anova between of stress level in university and academic background.

From the table above, low in F value, (F= 1.484) indicate high in p value. Therefore, p =
0.232 =0.05 showed that there is no significant differences of stress level in university
among academic background.



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CHAPTER 5: CONCLUSION AND RECOMMENDATION

5.1 CONCLUSION

Based on the research done it could be concluded that none of the hypothesis is
significant and none of the investigated variables are correlated to each other. The
result has been such as a result from several constraints and limitations that has been
set in the making of this report. The limitation that has mainly inverted the result will
be the target respondent chosen. The target respondent that had been selected for this
study consists of a sample from the total population of first semester students in
Northern University of Malaysia.

This target of respondents are not accurate for this study as first semester
students rarely experience any stress or stress causing situation . In comparison to the
result obtain by Shah.C, Trivedi.R.S. Diwan.J, Dixit.R, & Anand.A.K. (2009), in
which they have proved the significant in their hypothesis testing for similar research,
a contradiction of result could be observed. The reason behind the contradiction of the
result obtained from this study and the result from the previous research mentioned is
the differences in the chosen target respondent.

Despite that, unlike the environment in which the previous research was
conducted, the environment in Northern University is better and more conducive. As a
conclusion, we could learn that the result obtained from this research is acceptable and
the contradiction with the previous studies should not be questioned as the study was
conducted in a different environment with the different set of target respondents.








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5.2 RECOMMENDATION
The guiding principle of stress reduction is "stress inoculation," suggesting a
preventive approach so that the negative aspects of stress can be avoided. Stress
inoculation involves giving people realistic warnings, recommendations, and
reassurances. Hence, this report has focused on the value of feedback, faculty-student
relationships, and stress awareness.
Stress inoculation is associated with giving people information. Yet little
research in the field of higher education describes how best to inform students about
the challenges of higher learning. Research in the fields of combat and health care
demonstrates mixed results regarding the value of information. Thus, a need exists to
identify the factors that influence the helpfulness of information in reducing stress.
More research is needed to identify the constructive side of professional
intimacy, self-disclosure, and mentoring. Further research could determine why and
how lecturer-student relationships deteriorate and help faculty construct more
successful relationships.
Further research is needed to describe the stress that occurs when one teaches
another. Research at lower levels suggests that "to teach is to learn twice." Better
understanding of this phenomenon at the level of higher education could lead to new
teaching strategies. And more research is clearly needed to understand stress among
learning process involving students.